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Using Research to Assess, Build and Collaborate with Partners in Child Development. Friday, January 28, 2011 Southern Early Childhood Association Savannah, GA. Oklahoma Pilot Early Childhood Program. Outline. Introductions Oklahoma State Pilot Early Childhood Program

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Using Research to Assess, Build and Collaborate with Partners in Child Development

Friday, January 28, 2011

Southern Early Childhood Association

Savannah, GA

Oklahoma Pilot Early Childhood Program

outline
Outline

Introductions

Oklahoma State Pilot Early Childhood Program

State Pilot Program Evaluation

Measuring and Monitoring Quality Programs

Using Data to Improve Professional Development

Conclusion

goals and objectives
Goals and Objectives

Develop a basic knowledge of State of Oklahoma Pilot Early Childhood Program

Examine criteria used to measure and monitor assessments

Use applied research to enhance program quality through professional development

pilot early childhood program
Pilot Early Childhood Program

What Is It?

Quantity

Quality

  • Legislature directed State Board of Education to establish Pilot Program
  • Public/private partnership
  • High-quality early childhood education program
major participants
Major Participants
  • Administers State funds on behalf of Legislature
  • Ensures program compliance with State requirements
  • Ensures Pilot Early Childhood Program goals are met
  • Develops program infrastructure
  • Provides training/implementation help
  • Monitors performance

Pilot Early Childhood Program Providers

  • Implement Pilot Early Childhood Program locally – improve quality and serve more children
  • Connect with and leverage community resources

4

key collaborators
Key Collaborators
  • Evaluation
  • Program planning
  • Evaluation
  • Program planning
  • Training & Technical Assistance
  • Program planning
  • Training & Technical Assistance
  • Program planning
serving children families
Serving Children & Families

Year 1: $ 5 million

Year 2: $10 million

$10 million

$15 million

  • Birth through age 3
  • “At risk”
  • Family income up to 185% FPL
  • Public/private partnership
  • High-quality early childhood education program
quality standards
Quality Standards

Classroom Staff

Family Support

  • At least one Bachelor Degreed Lead Teacher for every two 0-3 classrooms
  • Bachelor Degreed, CertifiedLead Teacher in every 3 yr. old classroom
  • Associate Degreed Teacher Assistants
  • CDA-holding Classroom Aides
  • Professional caseworkers- Bachelor Degreed
  • Link families to community resources
  • No more than 50 families per caseworker
quality standards1
Quality Standards

Operational Schedule

Annual Training

  • Serve children 48 weeks/year
  • 8 hours/day
  • Infant & Toddler Care
  • In-Classroom Tech. Asst.
  • Leadership Training
  • Observation & Assessment

Observation & Assessment

  • Gold to track child progress

Accreditation & Licensing

  • NAEYC accredited
  • DHS licensing requirements
across the state
Across the State

Cherokee Nation Child Development Center

Community Action Project of Tulsa County

Educare

Hutcherson YMCA Learning Development Center

Kids’ Ranch Inc.

Little Dixie Community Action Agency

Margaret Hudson Program

Sunbeam Family Services Inc.

Tri County Technology Center Child

Development Center

evaluation
Evaluation

A 3-phase evaluation plan was designed to answer 3 main questions:

  • Are participating Providers meeting Pilot Program expectations?
  • What is the quality of the Pilot Program classrooms?
  • How do classrooms and children in the Pilot Program compare with Community programs?
phase i
Phase I

Question: Are participating Providers meeting Pilot Program expectations?

  • Required of all Pilot Program-funded programs
  • Programs are required to report the following variables on a monthly basis:
      • Number of classrooms
      • Child enrollment and attendance rates
      • Classroom staffing patterns
      • Teacher credentials
        • Degree (BA, AA)
        • Major
      • PITC Training completed
phase ii
Phase II

Question: What is the quality of Pilot Program-funded classrooms?

  • Required of all Providers starting in second year of participation in Pilot Program
  • Randomly selected 89 classrooms
  • Administered ITERS and Arnett (78) ECERS (11)
  • Results indicate the overall level of quality was "good" and that staff was "sensitive" and "not harsh"
  • Feedback loop established to use results to inform professional development
phase iii
Phase III
  • Question: How do classrooms and children in the Pilot Program compare with Community Programs?
  • To be implemented in third year of funding and operation
  • Children recruited and tested in fall and retested in spring
  • Winter classroom observations were completed
  • Measures were chosen to enhance comparability across similar studies. Examples include:

ITERS-R PLS – 4

ECERS-R Bayley

DECA

phase iii classroom quality
Phase III: Classroom Quality

All total scores and subscale scores were higher for SPP classrooms than community classrooms

program training technical assistance
Program Training & Technical Assistance
  • Excellence For Children, LLC- Oklahoma Program for Infant Toddler Care seminar type training
  • WestEd, Center for Child and Family Studies-Continuation Training
  • Excellence For Children, LLC & WestEd, Center for Child and Family Studies- follow-up providing on-site Training & Technical Assistance
  • Jeff Wilkie Consulting & WestEd, Center for Child and Family Studies- Leadership Training
  • Teaching Strategies, Inc.- Observation and Assessment / CreativeCurriculum.net Training
pitc training for oklahoma
PITC Training for Oklahoma
  • Module I – Social-Emotional
  • Module II – Group Care
  • Module III – Learning & Development
  • Module IV – Culture, Family & Providers
continuation training
Continuation Training
  • Environments for Care
  • Inclusion of Children with Disabilities & other Special Needs
  • Language Learning in Infants &Toddlers
  • Culture, Family & Care
pitc training for oklahoma1
PITC Training for Oklahoma
  • Teachers come together in Tulsa or Oklahoma City for off-site training
  • Strategies learned are translated into practical and hands on knowledge
  • Follow-up with technical assistance in all classrooms
leadership training topics
Leadership Training Topics
  • Coaching on Strengths
  • Effective Leaders
  • Partnering Across Teams
  • Professionalism in the Workplace
  • Stress Management
  • PITC Approach
  • Program Manager’s Role in implementation of Individualized Care
  • Reflective Supervision
  • Director’s Role in Supporting Documentation and Curriculum Planning Process
technical assistance
Technical Assistance
  • Technical assistance provided on-site

in classrooms

  • Linking training & technical assistance
  • Importance of supportive technical assistance following training
  • Transference of theoretical-based know how into classrooms
next steps
Next Steps
  • Pre-service/ Kick-off event
  • Year 3 training and technical assistance begins
  • Launch Phase III Evaluation to determine outcome
  • Refine feedback to Providers
  • Disseminate program model and encourage replication
  • Advocate for program expansion to serve more families and children
  • Continuous communication with Providers and professional partners to improve program design